1. The Urgent need to improve reading instruction and outcomes for our K-12 students Dr. Joseph K. Torgesen Florida State University and Florida Center for Reading Research Anne Arundel County, June, 2005

2. First Reader By Billy Collins I can see them standing politely on the wide pages that I was still learning to turn, Jane in a blue jumper, Dick with his crayon-brown hair, playing with a ball or exploring the cosmos of the backyard, unaware they are the first characters, the boy and girl who begin fiction. Beyond the simple illustrations of their neighborhood, the other protagonists were waiting in a huddle: frightening Heathcliff, frightened Pip, Nick Adams carrying a fishing rod, Emma Bovary riding into Rouen. But I would read about the perfect boy and his sister even before I would read about Adam and Eve, garden and gate, and before I heard the name Gutenberg, the type of their simple talk was moving into my focusing eyes.

3. It was always Saturday and he and she were always pointing at something and shouting, “Look!” pointing at the dog, the bicycle, or at their father as he pushed a hand mower over the lawn, waving at aproned mother framed in the kitchen doorway, pointing toward the sky, pointing at each other. They wanted us to look but we had looked already and seen the shaded lawn, the wagon, the postman. We had seen the dog, walked, watered and fed the animal, and now it was time to discover the infinite, clicking permutations of the alphabet’s small and capital letters. Alphabetical ourselves in the rows of classroom desks, we were forgetting how to look, learning how to read.

4. “Current difficulties in reading largely originate from rising demands for literacy, not from declining absolute levels of literacy”

5. Rising needs for high levels of literacy in our society demand that schools break the mold of past performance--we clearly must do better than has ever been done before for all students. Also, schools are currently leaving far too many poor and minority students behind

6. Right now, all over the United States, we are leaving too many children behind in reading—2005 NAEP results 10 20 30 40 50 60 70 80 90 100 White Percent of Students Performing Below Basic Level - 37% Black Hispanic Poor Non-poor56 59 25 54 23 And, a large share of those children come from poor and minority homes 26 59 56 25 54

7. A positive outcome nationally…. No difference Slight long term improvement -No recent difference Recent improvement is largest in 30 years Latest results from the National Assessment of Educational Progress

8. However, even students who complete high school successfully at present are not prepared for many post secondary options Comparing the difficulty of typical 11 th and 12 th grade texts with those encountered in college and other post secondary environments. Estimates based on average Lexiles of text

10. When all of this data is brought together, it is apparent that society in general and the workplace in particular demand higher levels of reading proficiency than schools. Moreover, many students are barely meeting those minimal education requirements. (p. 3) -- Pennsylvania Department of Education (2004)

11. This study calculates the financial costs incurred by Michigan business and institutions of higher learning when students leave high school without learning basic skills. … The best estimate … is $601 million per year. Extrapolating to the entire United States, the lack of basic skills costs a total of approximately $16.6 billion each year. --Greene (2000) --Greene (2000)

12. In fall 2000, 28 percent of entering freshmen enrolled in one or more remedial reading, writing, or mathematics courses. (p. iv) --U.S. Department of Education, National Center for Education Statistics (2003)

13. Negative outcomes associated with low reading skills Lower levels of literacy have been linked to: Higher drop out rates from school Higher rates of juvenile delinquency Higher rates of underemployment Higher levels of imprisonment

14. Why do such high numbers of students struggle in learning to read Many students come to school poorly prepared for learning to read because of reduced learning opportunities in their pre-school environment

15. Development of Phonological Sensitivity Cross-sectional study comparing the performance of 250 children from higher income families to 170 children from lower income families. ßChildren were between two- and five-years of age.

18. Language

19. Hart and Risley (1995) conducted a longitudinal study of children and families from three groups: Professional families Working-class families Families on welfare

20. Hart & Risley compared the mean number of interactions initiated per hour in each of the three groups. Interactions

21. Interactions Hart & Risley also compared the mean number of minutes of interaction per hour in the three groups.

22. Cumulative Language Experiences

24. Why do such high numbers of students struggle in learning to read Many students come to school poorly prepared for learning to read because of reduced learning opportunities in their pre-school environment Other students have biologically based, specific language disabilities that interfere with reading

25. These children we have referred to as “reading disabled” or “dyslexic” A new science based definition -- “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.” (Lyon & Shaywitz, 2003)

26. These children we have referred to as “reading disabled” or “dyslexic” A new science based definition -- “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.” (Lyon & Shaywitz, 2003)

27. These children we have referred to as “reading disabled” or “dyslexic” A new science based definition -- Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” Lyon, G.R. & Shaywitz, S.E. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1-14

28. Why do such high numbers of students struggle in learning to read Many students come to school poorly prepared for learning to read because of reduced learning opportunities in their pre-school environment Other students have biologically based, specific language disabilities that interfere with reading New literacy standards and expectations may require much more powerful instruction in knowledge and thinking than has ever been provided before Until relatively recently, we have not understood reading skill well enough to develop consensus about the best methods for teaching struggling readers

29. What we must do to prevent reading failure in grades K-3: The big Ideas 1. Increase the quality, consistency, and reach of instruction in every K-3 classroom 2. Conduct timely and valid assessments of reading growth to identify struggling readers 3. Provide more intensive interventions to “catch up” the struggling readers The prevention of reading difficulties is a school-level challenge

30. Evidence from one school that we can do substantially better than ever before School Characteristics: 70% Free and Reduced Lunch (going up each year) 65% minority (mostly African-American) Elements of Curriculum Change: Movement to a more balanced reading curriculum beginning in 1994-1995 school year (incomplete implementation) for K-2 Improved implementation in 1995-1996 Implementation in Fall of 1996 of screening and more intensive small group instruction for at-risk students

31. “soft bigotry of low expectations”

32. Proportion falling below the 25th percentile in word reading ability at the end of first grade 10 20 30 31.8 20.4 10.9 6.7 3.7 1995 1996 1997 1998 1999 Average Percentile 48.9 55.2 61.4 73.5 81.7 for entire grade (n=105) Hartsfield Elementary Progress over five years Screening at beginning of first grade, with extra instruction for those in bottom 30-40%

33. Proportion falling below the 25th Percentile 10 20 30 Proportion falling below the 25th Percentile 10 20 30 31.8 20.4 10.9 6.7 3.7 1995 1996 1997 1998 1999 Average Percentile 48.9 55.2 61.4 73.5 81.7 14.5 9.0 5.4 2.4 1996 1997 1998 1999 Average Percentile 58.2 67.1 74.1 81.5 Hartsfield Elementary Progress over five years

34. Hartsfield Elem.State Average 10 15 20 25 30 35 40 Level 2 Level 1 FCAT Performance in Spring, 2003

35. How must we improve reading instruction for students in grades 4-12? 1. Must have very intensive intervention instruction for students who have fallen far behind

36. Consequences of reading difficulties: an ever widening gap 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th 11 th 12 th The gap increases in both depth and breadth

37. Teaching Reading is Urgent A student at the 10 th percentile reads about 60,000 words a year in 5 th grade A student at the 50 th percentile reads about 900,000words a year in 5 th grade Average students receive about 15 times as much practice in a year (Anderson, R. C., 1992)

38. Each year skills and knowledge required to meet standards increases 1 st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th 11 th 12 th Must learn to recognize many new words accurately and automatically Must acquire many new vocabulary words Must learn to deal with longer sentences and more complex ideas Must be able to draw upon more extensive background knowledge

39. How must we improve reading instruction for students in grades 4-12? 1. Must have very intensive intervention instruction for students who have fallen far behind 2. Must be more effective in teaching all students to think more productively about what they read

40. Teaching students how to think about what they read “Questioning the Author” Done with whole classes or in small groups Done by every subject matter teacher or by specialists Done consistently throughout the year, not necessarily every day or throughout the entire lesson

41. The basic purpose of Questioning the Author is to make public the processes of comprehension Essential features: 1. It treats text as the product of a fallible author, as “someone’s ideas written down.”

42. Dr. Isabel Beck introducing Questioning…

43. The basic purpose of Questioning the Author is to make public the processes of comprehension Essential features: 1. It treats text as the product of a fallible author, as “someone’s ideas written down.” 2. It deals with text through general teacher-posed questions such as “What is the author trying to say?” or “What do you think the author means by that?”

44. The role of queries in Questioning the Author

45. The basic purpose of Questioning the Author is to make public the processes of comprehension Essential features: 1. It treats text as the product of a fallible author, as “someone’s ideas written down.” 2. It deals with text through general teacher-posed questions such as “What is the author trying to say?” or “What do you think the author means by that?” 3. It takes place on-line, in the context of reading as it initially occurs. 4. It encourages discussion in which students are urged to grapple with ideas in the service of constructing meaning.

46. More teacher techniques in Q the A…

47. Learning Strategies Curriculum Acquisition Word Identification Paraphrasing Self- Questioning Visual Imagery Interpreting Visuals Multipass Storage First-Letter Mnemonic Paired Associates Listening/Notetaking LINCS Vocabulary Expression of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test-Taking

48. How must we improve reading instruction for students in grades 4-12? 1. Must have very intensive intervention instruction for students who have fallen far behind 2. Must be more effective in teaching all students to think more productively about what they read 3. Must be more effective in teaching content in areas like science, social studies, and history so that students will acquire more knowledge

49. Thinking About Critical Content Knowledge

50. Thinking About the Curriculum... Knowledge

51. Thinking About the Curriculum... Knowledge Course Critical Content

52. Unit ALL MOST SOME

53. Content Enhancement Teaching Routines Planning and Leading Learning Course Organizer Unit Organizer Lesson Organizer Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine The Content Literacy Continuum http://smarttogether.org/clc/index.html

54. “If it weren’t for students impeding our progress in the race to the end of the term, we certainly could be sure of covering all the content.” “Give me a fish while you’re teaching me how to catch my own. That way I won’t starve to death while I’m learning to tie flies.” However, the question should not be whether we are covering the content, but whether students are with us on the journey.” Pat Cross

55. How must we improve reading instruction for students in grades 4-12? 1. Must have very intensive intervention instruction for students who have fallen far behind 2. Must be more effective in teaching all students to think more productively about what they read 3. Must be more effective in teaching content in areas like science, social studies, and history so that students will acquire more knowledge 4. Develop a culture of success in which students want to participate in achieving high standards

56. Quality in Education “Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.” “Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.” Willa A. Foster If we have an impact on literacy instruction, we improve the quality of our schools in the most central way possible.

57. A reason for working hard at the task….

58. Thank You